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The Reality of Distance Learning Skills among General Education Teachers from the Point of View of Supervisors and School Principals |
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PP: 1533-1547 |
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doi:10.18576/isl/120340
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Author(s) |
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A. A. M. Al Kasey,
A. K. Al-Omari,
M. A. S. Khasawneh,
F. M. S. Al-Khasawneh,
A. T. M. Khawaji,
M. A. Y. Khairy,
S. M. S. Al-Asmari,
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Abstract |
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| This study examined the reality of distance learning skills among public education teachers from the point of view of supervisors and principals. The study aimed at identifying statistically significant differences in the average responses of the participants about the reality of distance learning skills among public education teachers in Asir region due to the study variables (job title, years of experience, gender, educational qualification, job rank, number of educational programs). The study used the descriptive approach to achieve the objectives of the study, and a questionnaire was designed for data collection and analysis. The study sample consisted of (245) supervisors and principals. The results of the study showed that the degree to which general education teachers possessed distance learning skills came to a large degree. The findings showed that there were no statistically significant differences in the average responses of respondents about distance learning skills due to the job title variable, and the presence of statistically significant differences in the average responses of the respondents about distance learning skills. The findings also revealed statistically significant differences in the averages of respondents’ responses about distance learning skills due to the variable of gender, with the exception of the field of “skills of using applied programs for information technology”, as well. The results showed that there were no statistically significant differences in the averages of the respondents’ responses about the areas of distance learning skills due to the educational qualification variable. There were statistically significant differences in the averages of the respondents’ responses in the areas of “educational software design skills, skills of using applied programs for information technology” due to the variable of occupational rank. There was a presence of statistically significant differences in the average responses of the respondents in the areas of skills of using application programs for information technology, due to the variable number of training programs.
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